"We Are Crew": School Climate and Culture at an EL Education School

• In Event: Creating Good Human Beings: New Perspectives on Cultivating Ethical Character in EL Education Middle Schools

Abstract

Social-emotional learning (SEL) in schools is most effective when incorporated as a school-wide approach so that it permeates the school climate and culture (Wallender et al., 2020). Furthermore, SEL practices, such as those in EL Education that take an equity-oriented approach by increasing students’ awareness and sensitivity to issues of power, privilege, and cultural difference have the potential to support the cultivation of more equitable school systems (Gregory & Fergus, 2017).

The EL Education approach has social-emotional skill development embedded in its model to create effective learners and ethical people. Kurt Hahn’s quote “We are Crew, not passengers” and EL Education’s motto “We are Crew” emphasize a teamwork approach for growth and success (EL Education, 2018). Therefore, the Crew structure and culture are key to the EL Education approach (EL Education, 2015; 2018). Typically, EL Education schools have Crew at multiple levels, for instance there is student Crew, adult Crew (involving teachers and other school staff), and even family Crew.

Crew is structured similarly across EL Education schools. For example, student crew typically does not exceed 16 students, is led by an adult staff member, and meets for a minimum of 2.5 hours per week (typically 3 times per week). Crew focuses on relationship building, academic progress monitoring, and character development. For instance, in crew, students and teachers develop Habits of Character to cultivate respect, empathy, and integrity, and Habits of Work and Learning to support the development of perseverance and responsibility. Crew ensures that each student develops a close, supportive relationship with at least one adult at the school. Unlike advisory settings in many middle schools, Crew provides opportunities for courageous conversations that allow students to ask questions and share feelings related to broader community and societal issues. These conversations are intended to enhance students’ sense of purpose and affirm their diverse identities (EL Education, 2021).

In this talk, we hear the principal of [Name Omitted] Middle School describe Crew and other EL Education practices at an EL Education-credentialed middle school that serves a highly diverse student body (33% Black/African American; 15% Hispanic/Latino; 9% other race/ethnicity; 32% English learners) with a high percentage of students classified as recent refugees. This middle school implements student, adult, and parent Crew as well as other EL Education practices such as student-led parent-teacher conferences..In this school, Crew takes place three times a week, and incoming 6th grade students stay with the same students and teacher for two years. Beyond student Crew, the school has a regular school-wide Community Crew. In addition, parent Crew meets monthly with the goals of improving family voice, communication, and engagement. The middle school principal will describe her experience about the ways in which school climate and culture are influenced by the integration of Crew culture at these various levels.

Author

• Caitlin LeClair, Portland Public Schools